Architecture and memory

Throughout history, states have sought to exhibit societal memory of their past accomplishments whilst conversely wipe outing the memory of evildoings committed during their development. These nostalgic contemplations of historic events have been both literally and figuratively portrayed in didactic memorials, which carefully edify the events into clear word pictures of province triumph and victory. However, displacements in the discourse of twentieth-century political relations have given rise to the voice of the victim within these narratives. The traditional nation-state is now answerable to an international community instead than itself ; a community that acknowledges the importance of human rights and upholds moral conditions. These provinces continue to build an individuality both in the past and present, but are expected to admit their ain exclusions and accept blameworthiness for their old exploitations. In this new clime the traditional commemoration does non go disused, but alternatively evolves beyond a celebratory memorial, progressively citing the state's evildoings and function as culprit. This progressive switch in attitude has given birth to a new signifier of commemoration: the anti-monument. These modern-day commemorations abandon nonliteral signifiers in penchant of abstraction. This medium facilitates a dialogical relationship between spectator and capable whilst besides advancing ambivalency. Critically, this new typology allows the narration of the victim and culprit to entwine into a individual united signifier, a alleged move towards political damages. This essay analyses the tradition and features of historic memorials and the post-industrial development of the anti-monument. The essay surveies and inquiries abstraction as the chosen vehicle of the anti-monument, utilizing Peter Eisenman's Memorial to the Murdered Jews of Europe as a case-study. I argue that despite its accomplishment as a piece public art, basically, it fails to execute its map of memorialization through its abstracted, equivocal signifier. Traditional memorials use nonliteral imagination to organize an intuitive connexion to the spectator. They use linguistic communication and iconography to show the looker-on with the state's idealized perceptual experience of a important event in history. Throughout clip, these memorials have frequently outlasted the civilisations or political governments who constructed them and as a consequence their undisputed specific narrative becomes unequivocal ; all memory of an alternate narration is lost with the passing of informants who could remember the existent events. This has the negative effect of relieving the contemporary visitant of duty for the past and fails to suit the invariably altering and varied position of the spectator. In this regard, the permanency of the traditional memorial nowadayss an unchallengeable narrative which becomes an active presence to the visitant, who is ever the receptive component. However, events of the 20th century such as the atomic blast at Hiroshima and the atrociousness of the Holocaust altered commemorate pattern. Memorials were no longer militaristic and celebratory but alternatively acknowledged the offenses of the province against civilians. Interior designers were faced with the countless challenge of memorializing ‘the most quintessential illustration of adult male ‘s inhumaneness to adult male – the Holocaust. ‘ An event so ruinous it prevented any effort to singularly enter the single victim. The new typology that emerged would subsequently be defined as the antimonument. The anti-monument aimed to chase away old memorial convention by prefering a dialogical signifier over the traditional didactic memorial. This new memorial typology avoided actual representation through nonliteral look and written word in favour of abstraction. This move toward the abstract enabled the spectator to now go the active component and the memorial to go the receptive component ; a role-reversal that allowed the visitant to convey their ain reading to the commemoration. James E Young commented that the purpose of these commemorations: â€Å" †¦ is non to comfort but to arouse ; non to stay fixed but to alter ; non to be everlasting but to vanish ; non to be ignored by passersby but to demand interaction ; non to stay pristine but to ask for its ain misdemeanor and desanctification ; non to accept gracefully the load of memory but to throw it back at the town ‘s pess. † In this manner, James E Young suggests that the anti-monument Acts of the Apostless receptively to history, clip and memory. He besides states: â€Å" Given the inevitable assortment of viing memories, we may ne'er really portion a common memory at these sites but merely the common topographic point of memory, where each of us is invited to retrieve in our ain manner. † The anti-monument facilitates the on-going activity of memory and allows the visitant to react to the current agonies of today in visible radiation of a remembered yesteryear. It is this point that basically determines the of import and necessary dialogical character of all modern Holocaust commemorations. Consequently, in 1999 the Federal Republic of Germany passed a declaration to raise a commemoration to the murdered Jews of Europe. This commemoration intended to ‘honour the murdered victims ‘ and ‘keep alive the memory of these impossible events in German history. ‘ An unfastened competition selected American, Peter Eisenman as the winning designer, who proposed an expansive field of 2,711 stelae and ‘the Ort ‘ , a auxiliary information Centre. The commemoration is non merely important for its intents of recollection, but besides represents the first national memorial to the Holocaust to be constructed with fiscal and political support from the German Federal State. The location of the memorial itself is considered arbitrary by some, as the site has no old intension with the Holocaust or Nazism, but alternatively was a former no-mans land in the decease strip of the Berlin Wall. Whilst the commemorating power of this location may be questioned, the significance of its arrangement lies within its integrating into Berlin ‘s urban kingdom. The edge status of the memorial nowadayss a natural passage between the stelae and the paving. The land plane and first stelae sit flower to each other before bit by bit lifting and recessing into two separate informations that create a zone of uncertainness between. The commemoration does non admit the specificity of the site and the deficiency of cardinal focal point intends to reflect the ambient nature of victims and culprits in the metropolis of Berlin. Within the stelae each visitant senses the memory of the victims somatically by sing feelings of claustrophobia, uneasiness and freak out within the narrow paseos and graduated table of the memorial. It was non Peter Eisenman ‘s purpose to emulate the restrictive status of a decease cantonment, but alternatively, to promote the personal contemplation of the person in their function of transporting memory in the present. â€Å" In this memorial there is no end, no terminal, no working one ‘s manner in or out. The continuance of an person ‘s experience of it grants no farther apprehension, since apprehension is impossible. The clip of the memorial, its continuance from top surface to land, is disjoined from the clip of experience. In this context, there is no nostalgia, no memory of the yesteryear, merely the living memory of the single experience. Here, we can merely cognize the past through its manifestation in the present. † In this sense, each visitant is invited to see the absence created by the Holocaust and in bend, each feels and fills such a nothingness. It can non be argued that this material battle with absence is non powerful ; nevertheless, in most cases the feeling becomes passing. Each visitant walks precariously around the commemoration, hesitating for idea and expecting the following corner. They are forced to alter gait and way unwillingly and face the changeless menace of hit at every bend and intersection of the looming stelae. It is this status, in my sentiment, that instills the feeling of menace and edginess into most visitants as opposed to the perceived connexion between themselves and the victims. The commemoration does non give any infinite for assemblages of people and therefore inhibits any ceremonial usage in the act of memory. The aggregation of stelae is evocative of the graveyards of Judaic ghettos in Europe where due to infinite restraints ; gravestones are piled high and crowded together at different angles. Some visitants treat the commemoration as a graveyard, walking easy and mutely, before halting and layering flowers or tapers at the side of a stele. The presence of these drab grievers and their objects of recollection are one of the lone indexs that clearly place the stelae field as a commemoration. However, the objects discarded at the commemoration are ever removed by the staff, proposing the memorial be experienced in its intended signifier ; a relationship more kindred to public art instead than that of a commemoration. In Eisenman ‘s sentiment, the commemoration is symbolic of a apparently stiff and apprehensible system of jurisprudence and order that mutates into something much more profane. The visitant experiences this first-hand when feeling lost and disorientated in the environment they one time perceived as rational and negotiable from the exterior. â€Å" The undertaking manifests the instability inherent in what seems to be a system, here a rational grid, and its potency for disintegration in clip. It suggests that when a purportedly rational and ordered system grows excessively big and out of proportion to its intended intent, it in fact loses touch with human ground. It so begins to uncover the innate perturbations and potency for pandemonium in all systems of looking order, the thought that all closed systems of a closed order are bound to neglect. † Through abstraction, the memorial efforts to admit both the victims and culprits in a individual, incorporate signifier. The regular grid of the memorial and its delusory portraiture of reason acknowledge the culprits of the offense: the Nazi Third Reich. Whilst viewed from afar, the stelae resemble gravestones in a graveyard, allowing the victims a marker for their life, a marker antecedently denied to them by a Nazi government who aimed to wipe out all memory of their being. Eisenman ‘s commemoration is concerned with how the yesteryear is manifested in the present. His involvement lies non with the murdered Jews the commemoration aims to mark, but alternatively, how the contemporary visitant can associate to those victims. In this regard, the memorial licenses recollection displaced from the memory of the holocaust itself. Eisenman wrote: â€Å" The memory of the Holocaust can ne'er be one of nostalgia. †¦ The Holocaust can non be remembered in the nostalgic manner, as its horror everlastingly ruptured the nexus between nostalgia and memory. The memorial efforts to show a new thought of memory as distinguishable from nostalgia. † The field of stelae does non show a nostalgic remembrance of Judaic life before the holocaust ; neither does it try to encapsulate the events of the race murder. Alternatively, the memorial connects with the visitant through a material battle that facilitates an single response to memory. The stelae have the consequence of making a ghostly atmosphere as the sounds of the environing streets and metropolis are deadened, overstating the visitant ‘s uncomfortableness. However, the atmosphere is disturbed by the cheering, laughter and conversation of visitants lost in the stelae looking for one another. In pronounced contrast, the subterraneous information Centre has the consequence of hushing its dwellers. The exhibition provides a actual representation of the atrociousnesss of the holocaust, pedagogically exposing the vesture, letters and personal properties of a smattering of victims. Eisenman originally rejected the inclusion of a topographic point of information so that the stelae field would go the sole and unequivocal experience. However, his competition win was conditional upon its inclusion. It is my sentiment that ‘The Ort ‘ or information Centre has become the important topographic point of memory and memorialization despite being at the same time downplayed by the designer and German province. The little edifice is located belowground and accessed via a narrow stairway amongst the stelae. As with the commemoration as a whole, there is no recognition of its being or map, and as a consequence must be discovered through roving. It performs memorialization far more successfully than the stelae field by bring forthing an emotional response from the visitant. In the exhibition, the hurt of the visitant is evident as they walk around solemnly, the world of the holocaust going perceptible. The acoustic presence of shouting and sobbing are far removed from the laughter and shouting in the stelae above. The exhibition features infinites where the lifes of victims are made hearable, explicating the sequence of events that led to their deceases. In these suites the sm allest inside informations of the victim's forgotten lives are told in a heavy voice which instantly gives substance to the person and corporate loss. The visitant ‘s injury is perceptible here as the impossible statistics are non portrayed as abstract representations, but alternatively are actual and personified. It is the lone subdivision of the commemoration where the holocaust is explicitly present ; where visitants are non removed from the horrors but alternatively confronted with them. At street degree, the commemoration has no marks or indexs to its intent and the stelae present no carving or lettering. The abstract nature of the stelae and site as a whole have the affect of doing the commemoration a relaxed and convenient topographic point to be. The memorial has transcended the theory that commemorations command regard by their mere being, with the site going a portion of mundane life for Berliners as a topographic point of leisure. Many stumble on the commemoration as an empty labyrinth, a kids ‘s resort area where people walk across the stelae, leaping from one to another. They are faced with conflicting emotions between an inherent aptitude to demo regard and a desire to fulfill a self-generated demand to play. The commemoration ‘s aspiration is to enable every visitant to make their ain decision and determine an single experience, which through abstraction it achieves. However, by the same means, it facilitates a withdrawal between the person and the commemoration ‘s primary map of memorialization. The theoretical narration of the stelae field is an highly complex and powerful thought, nevertheless the equivocal, absent design fails to let the visitant to truly relate to the victims or derive an apprehension of the atrociousnesss of the holocaust. Therefore, whilst experienced in its uniqueness, the abstract stelae field fails to mark, alternatively being dependant on the didactic attack of the information Centre to let the visitant to associate to the holocaust and its victims.When measuring the entries for the original competition Stephen Greenblatt wrote:â€Å" It has become progressively evident that no design for a Berlin commemoration to retrieve the 1000000s of Jews killed by Nazis in the Holocaust will of all time turn out adequate to the huge symbolic weight it must transport, as legion designs have been considered and discarded. Possibly the best class at this point would be to go forth the site of the prop osed commemoration at the bosom of Berlin and of Germany empty†¦ † Possibly this attack would hold finally become more pertinent. How does one design a memorial in memory of an event so impossible that in some manner doesn't have the inauspicious affect of doing it more toothsome? Possibly, as Archigram frequently insisted, the solution may non be a edifice. The absence of a memorial delegates the duty of memorialization to the person who as carriers of memory, come to symbolize the absent memorial. The Memorial to the Murdered Jews of Europe is an challenging and alone position on cognitive memory that doubtless has advanced the development of the antimonument, puting a new case in point in memorial architecture. However, the commemoration ‘s effectivity is basically undermined by the premise that all visitants are cognizant, and will go on to be cognizant of the specific events of the holocaust. For illustration, how will a 2nd or 3rd coevals ‘s reading differ from that of a subsister who visits the memorial today? Its absent, equivocal signifier fails to contextualize the commemoration without the concomitant of explicit, actual representations presented individually within the Information Centre. It is for this ground that the memorial apparently becomes a victim of its ain impossibleness.Bibliography:Rauterberg, Hanno. Holocaust Memorial Berlin. ( Lars Muller Publishers ) 2005.Young, James E. The Art of Memory: Holocaust Memorials in History. ( Prestel ) 1994.He athcote, Edwin. Monument Builders: Modern Architecture and Death. ( Academy Editions ) 1999.Williams, Paul. Memorial Museums: The Global Rush to Commemorate Atrocities. ( Berg ) 2007.Young, James E. The Texture of Memory: Holocaust Memorials and Meaning. ( New Haven ) 1993.Boym, Svetlana. The Future of Nostalgia. ( Basic Books ) 2001.Zion, Brigitte. Experience and Remembrance at Berlin. ( New York ) 2007.Choay, Francoise. The Invention of the Historic Monument. ( Cambridge University Press ) 2001.Eisenman, Peter. Notations of Affect. An Architecture of memory ( Pathos, Affekt, Gef & A ; uuml ; hectoliter ) 2004.hypertext transfer protocol: //www.pbs.org/wgbh/pages/frontline/shows/germans/memorial/eisenman.html – Memorial to the Murdered Jews of Europe Project Text. 2005.Photographs:Magnuson, Eric. ‘Pathways. ‘ ( hypertext transfer protocol: //www.flickr.com/photos/esm723/3754775324 ) 2009.Ndesh. ‘Platform Games. ‘ ( hypertext transfer protocol: //www.f lickr.com/photos/ndesh/3754009233/in/photostream ) 2009.Ward, Matt. ‘Flowers. ‘ ( hypertext transfer protocol: //www.flickr.com/photos/mattward/3472587863 ) 2009.

A Token Economy That Supports Both Behavior and Math Skills

A Token Economy That Supports Both Behavior and Math Skills A Point System is a token economy that provides points for the behaviors or academic tasks that you want to reinforce either for a students IEP, or to manage or improve targeted behaviors. Points are assigned to those preferred (replacement) behaviors and rewarded on an ongoing basis to your students. Token Economies  support behavior and teach children to defer gratification. It is one of several techniques that can support good behavior. A point system to reward behavior creates an objective, performance-based system that can be straightforward to administer. A Point system is an effective way to administer a reinforcement program for students in self-contained programs, but can also be used to support behavior in an inclusion setting. You will want to have your point system operate on two levels: one that targets specific behaviors of a child with an IEP, and another that covers the behavioral expectations of the general classroom, as a tool for classroom management. Implementing a Point System Identify the behaviors that you want to increase or decrease. These can be Academic Behaviors (completing assignments, performance in reading or math) Social Behavior (Saying thank you to peers, waiting patiently for turns, etc.) or Classroom Survival Skills (Staying in your seat, raising a hand for permission to speak.Its best to limit the number of behaviors you want to recognize at first. Theres no reason you cant add a behavior each week for a month, though you may want to expand the cost of the rewards as the possibility to earn points expands.Determine the items, activities or privileges that can be earned by the points. Younger students may be more motivated for preferred items or small toys. Older students may be more interested in privileges, especially privileges that give that child visibility and therefore attention from his or her peers.Pay attention to what your students prefer to do in their free time. You can also use a reward menu, to discover your students preferen ces. At the same time, be prepared to add items as your students reinforcers may change. Decide on the number of points earned for each behavior, and the time frame for winning prizes or earning a trip to the prize box. You may also want to create a time frame for the behavior: a half hour of reading group free of interruption may be good for five or ten points.Determine the reinforcer costs. How many points for each reinforcer? You want to be sure to require more points for more desirable reinforcers. You may also want some small reinforcers that students could earn every day.Create a Classroom Bank or another method of recording accumulated points. You might be able to make a student the banker, though you want to build in some deterrence to fraud. Rotating the role is one way. If your students have weak academic skills (as opposed to Emotionally Impaired students) you or your classroom aide may administer the reinforcement program.Decide how points will be delivered. Points need to be delivered continuously and unobtrusively, immediately after the appropriate, target behavior. Delivery methods might include:Poker chips: White chips were two points, blue chips were five points, and red chips were ten points. I awarded two points for being caught being good, and five points were good for completing assignments, returning homework, etc. At the end of the period, they counted their points and rewarded them. After 50 or 100 points they could trade them in for a reward: either a privilege (use of my CD players during independent work for a week) or an item from my treasure chest.A record sheet on the students desk: Use a specific colored pen to avoid counterfeiting.A daily record on a clipboard: This would be most effective for young children who would either lose the chips or not be able to help with record keeping: the teacher can record their daily points on a class chart at the end of the day/period.Plastic money used to teach counting: This would be great for a group that is acquiring money counting skills. In this system, one cent would equal on e point. Explain the system to your students. Be sure to demonstrate the system, explaining it thoroughly. You may want to create a poster that explicitly names the desired behavior and the number of points for each behavior.Accompany points with social praise. Praising students will pair praise with the reinforcement and increase the likelihood that praise alone will increase targeted behaviors.Use flexibility when administering your point system. Youll want to reinforce every instance of the target behavior to start but may want to spread it out over multiple occurrences. Start with 2 points for each occurrence and increase it to 5 points for every 4 occurrences. Also pay attention to which items are preferred, as preferences may change over time. Over time you can add or change target behaviors, as you change the reinforcement schedule and reinforcers.

Brazil and Italy Divorce Comparison Essay

Brazil and Italy Divorce Comparison Essay Brazil and Italy Divorce Comparison Sociology Essay Brazil and Italy Divorce Comparison Sociology Essay The main focus of this research is on the study of the dynamics of the divorce problem in Italy and Brazil. This study includes comparison of data associated with divorce issue, factors that contribute to divorce, and governmental efforts to solve the divorce problem. To have deep understanding of the topic, scholarly sources have been used, for example, â€Å"Marriage and Divorce: Changes and their Driving Forces† by Stevenson and Wolfers, â€Å"Socio-Economic and Cultural Correlates of Cohabitation in Brazil† by Covre-Sussai and Matthijs, â€Å"Legislative Changes and their Impact on Divorce, Separation and Marriage Rates in Brazil† Maristrello Porto and Butelli, and other works. The research presents the effects of legalization of divorce and describes the factors that account for divorce rate. Historical and cultural developments, rise of globalism, and introduction of new technology may lead to changes in people’s judgment, causing them to reconsider their choices concerning family life. The research also describes the role of the Roman Catholic Church in restricting divorce progression. Due to the significant influence of the Church in Italian and Brazilian societies it was possible to delay the legalization of divorce for a considerable period of time. Divorce in Brazil and in Italy For a long time family was regarded by many nations in the West as a very important social institution. Today, family has become a subject of controversy and discussion. Many researchers have raised questions about the functions of the family units in terms of husband-wife-children relationships. It became common to see women going outside the home to take income producing jobs rather than staying home with children. Many couples live together without a formality of marriage, and those who are legally married tend to separate or divorce. Italy and Brazil are not the exception in this matter. In these countries husbands and wives often share their responsibilities in domestic spheres and the market. Rearing their children is also included in those responsibilities. Gary Becker, in his Treatise on the Family explained this phenomenon and described it in terms of â€Å"production complementarities†. He also identified some reasons for this change: the emergence of new technology that can save labor in the home, availability of birth control and easy access to abortion (Stevenson Wolfers, 2007). All these forces made a significant contribution to a high divorce rate in many countries, including Italy and Brazil. Italy and Brazil have been selected for this research to learn the dynamics of the marriage failure in a deeper way. Such an approach will consider more cultural and social variables that can influence the divorce rate. Italy and Brazil are situated in different geographic regions and have different historical development. While Italy’s population is more homogenous, Brazil is an ethnically diverse country with 50% of mixed races, 42% of white people and 6.5% descendants from Africa (Covre-Sussai Matthijs, n.d., p. 6). The religious influence in both countries has been considerable for centuries. The dominance of the Roman Catholic Church significantly influenced Italy and Brazil. As it was mentioned before, family is a very important social institution. Families are not standing in opposition to the rest of the society as some people think. The truth is that the family units affect the values and structure of the whole society. Both, in Italy and Brazil, these units are the product of particular historical and social circumstances. They are intricately interconnected to other features in social infrastructure. For this reason, the problem of divorce should be a great concern to Italy and Brazil. This research will compare the dynamics of the divorce problem in Italy and Brazil. It will also discuss the initiatives of the governments of both countries to solve this problem. Magnitude of the Problem Italy was one of the countries that held the traditional view concerning marriage, and did not accept the legalization of divorce for a long time. In 1970 a divorce law was passed in Italian parliament. Mark Seymour in his book Debating Divorce in Italy (2006) made the following comment on this event, â€Å"after several deputies had collapsed from exhaustion, a parliamentary vote of 319 for divorce, and 286 against, made Italian history: The Nation now had a divorce law† (p. 211). But only in 1974 when the divorce referendum on this matter was held the Italian public voted for its legalization. Since then the divorce rate began to increase. In 1960s, before the divorce law was passed the divorce rate in Italy was zero. The research of Gonzalez and Viitanen (2006) showed the dynamics of the divorce rate in Figure 1 while comparing the rates in other European countries (p. 24). Immediately, after the passing the law the rise in divorce rate occurred. It reached about 0.7 per 10 00 population. In 1974 the rate began to decrease and it was at approximately 0.3 for more than a decade. However, in the late 1980s the divorce rate almost doubled. This phenomenon can be explained by the amendment of the divorce law passed in 1987. It made provisions for shortening the divorce process and allowed only 3 years of legal separation. Before the divorce process could last 5 or 6 years. Since the amendment was provided the divorce rate had been gradually rising and in 2008 it reached 1.3 per 1000 population (The United States Census Bureau, n.d.). In 2011, the Italian National Institute of Statistics gave more detailed information on separations and divorces in Italy. According to their data, â€Å"In 2011 separations were 88,797 and divorces 53,806; compared to the previous year a substantial stability is observed (+0.7% and -0.7%)† (Istat, n.d.). Total rates of separation and divorce indicate the rise of these phenomena. For example, in 1995 the numbers of separations and divorces for 1000 marriages were 158 and 80 respectively. In 2011 these numbers grew to 311 and 182. Recently the Italian Government has introduced another amendment that simplified the divorce process. The 3 years term of legal separation that had been required by the law, was reduced to 6 months. This initiative will probably contribute to the further growth of divorce rate. The historical development of divorce legalization in Brazil was similar to Italian. The Brazilian society was not willing to accept the divorce law for a long time. This phenomenon was attributed to the influence of Christianity represented by the Roman Catholic Church. Only in 1977 the divorce law became legal. In the 1960s and the early 1970s the divorce rate was zero, the same indicator as in Italy before the introduction of the divorce legalization. But since 1980 this dynamic has changed. The researchers Maira Covre-Sussai and Koen Matthijs, in their project on cohabitation in Brazil discussed the marriage trends. Their research covered different regions of Brazil inhabited by various ethnic groups. The graphs 1 and 2 show the dynamics of marriage and divorce rate in the period from 1980 to 2007 (Covre-Sussai Matthijs, n.d., p. 7). It is remarkable that soon after the introduction of divorce law marriage rate dropped by 4 – 6 marriages per 1000 adults in different regio ns during the next decade. Then the marriage rate stabilized. However, it never came back to the initial point. The divorce rate has shown an ongoing growth in all regions of Brazil since 1980. In the North this rate grew from 0.1 to 0.8 per 1000 adults in the period from 1980 to 2006. In the Central West the divorce rate rose 4 times within the same period. To be precise, if in 1980 the rate was approximately at 0.5, in 2006 it reached 2.00 per 1000 adults. It is also necessary to say that the initial rate 0.5 was more predominant in the Brazilian society. The Brazilian Institute of Geography and Statistics (2012) published average data on this issue. According to their data the divorce rate rose from 0.5 to 1.4 per 1000 adults from 1980 to 2006. But then, the graph showed a rapid growth from 1.4 to 2.6 per 1000 adults from 2009 to 2011. The Civil Registry 2011 revealed an astonishing fact: divorce rate rose to 45.6% in only one year. The Brazilian Institute of Geography and Statistics (2012) put it in more detailed way, The number of divorces in Brazil reached 351,153 in 2011, with increase of 45.6% over 2010 (243,224). As a result, the divorce rate reached its highest level since 1984 (2.6 divorces per 1000 inhabitants aged 15 and over), even more than in the previous year (1.8%). It is remarkable that the rapid growth of divorce rate occurred after the Brazilian Government provided the 66th amendment to the constitution. According to the new legislation a year period of separation was not necessary to be divorced any more. This event took place in 2010, just in the period when the rapid rise of the divorce rate occurred. Considering the fact that Italian Government has recently introduced an amendment that reduced a period of separation, a prediction can be made that Italy will soon experience a new rise of divorce rate. To have a full picture of the magnitude of divorce problem it is necessary to research structural factors that may count for it. The major factor that influenced marriage and family was globalization. Both, Italy and Brazil have been affected by the globalization process to a different degree though. Since 1960s many countries, particularly in Europe, have experienced the second demographic transition. In their research on socio-economics and cohabitation, Maira Covre-Sussai Koen Matthijs put it in the following way, â€Å"Secularization, privatization, individualization and urbanization seemed to contribute to the shifts from collective to individual behavior† (n.d., p. 9). These factors influenced human mind: people began to acquire critical thinking and evaluate current social and economic conditions. New motivations in social consciousness have been formed, such as equality, freedom and self-fulfillment. As a result, people began utilizing these ideas and standards as the y forged their families. Therefore, the growth of divorce rate, decline in fertility, cohabitation and economic autonomy of women are directly related to the 2nd demographic transition. In the social background there were changes, such as abandonment of previous traditions, beliefs and values. Under the influence of these changes couples began to consider new options in their life. For example, they may take the decisions related to legal marriage, living with a spouse and having children (Covre-Sussai Matthijs, n.d.). All these changes have affected people both, in Italy and Brazil. Today Italian people have been experiencing tougher demands in the course of their life. They can also have more opportunities for self-fulfillment. As a result their lifestyle is now very hectic. Both, men and women are professional and are capable of doing different jobs. But their busy life often prevents them from paying attention to emotional needs of each other and from showing care to their children. Therefore, the lack of affection led to relational problems and caused a separation and divorce. The upper middle class in Brazil has been experiencing similar relational problems, but since this social class is not large, Brazilians deal with these problems at a lesser scale than Italians. Unlike Italy, Brazil has never been the state with sufficient welfare that could provide all the necessary needs and proper education to people from all social classes. It is well known that poverty and low education do not encou rage people to get married. For this reason many Brazilian people cohabit instead of getting married. Poverty and low education may also contribute to divorce rate in Brazil (Covre-Sussai Matthijs, n.d.). Coming back to globalization impact on family it is important to note the role of new technology in divorce rate growing. The emergence of Internet and development of cell phones pushed the boundaries and allowed people quick and easy access to communication with each other. Social services gave more opportunities for connection with friends or making friendship. All these factors contribute to relational problems within the family unit significantly. For example, in Italy many young people tend to use the instant messaging service. The service allows people to send free messages via smartphones. Such a service often tempts Italians to converse with the opposite sex. These affairs via smartphone may result in divorce. In Brazil the society is poorer, and is affected by the social services via smartphones at a lesser level. However, the Internet is now available for many Brazilians and it gives them an opportunity to connect with the opposite sex in the Internet cafà ©s. It is also important to mention some historical developments in Brazil that influenced the attitude to the family in the country. Back in the 18th century, when the Catholic Church had control over marriage the slaves were not allowed to be married. The only option they had was to have informal unions. Portuguese colonizers who came to Brazil without their wives also chose informal unions taking indigenous women. Thus family organization in Brazil had a particular history that laid the foundation for interracial and patriarchal relationship (Covre-Sussai Matthijs, n.d.). However, in the modern Brazilian society authoritarian attitudes are tolerated less and they may lead to divorce. To complete the research on the magnitude of divorce problems it is important to mention one more reason that often cause divorce in Italy. The Italian family has a special tradition that is characterized by the close relationship and strong emotional ties between mother and her son (Straussner, 2001, p. 6). Thus when the son gets married these ties often interfere with his marriage relationships. Mother views her son’s spouse as a rival. She often visits the couple’s household and attempts to replace her son’s wife doing things in the house. These mother’s initiatives often cause conflicts between spouses, and ultimately lead to separation and divorce. Efforts to Reduce the Problem of Divorce It may sound surprising to the contemporary Italians but the Italian Parliament made great effort to prevent divorce problem. Their struggle against legalization of divorce had been going since 1860 until the popular referendum that took place in 1974. A lot of research on this matter has been done by Mark Seymour in his book Debating Divorce in Italy (2006). He did a very good job studying the efforts of Italian Parliament to prevent divorce law. During the period of 1860 – 1870 the divorce proposal was not included in the 1865 Civil Code. The proposal was not introduced during the period of the Historic Right either. Until 1901, all the attempts of divorce proposal were futile owing to deliberative procedures in the parliaments. Though some representatives kept introducing proposals for divorce they were always declined or postponed. After 1901, any initiative to allow divorce could not even pass the initial stages of the review in the Italian Parliament. Many historians tri ed to understand why so many divorce initiatives failed to pass. The historian Ernest Ialongo (2008) from CUNY Graduate Center, gave the answer in his review. Because the Church, through its Opera dei congressi, had successfully mobilized public opinion and parliament against divorce. Starting with the divorce proposal of 1881, the Opera began sending out petitions to parishes throughout the country that were then signed and forwarded to parliament. There was not any other non-governmental establishment that could contribute so much to preservation of the family institution. Secular organizations , were not usually interested in sacredness of the family and moral values. Secular Italian government and non-governmental organizations, such as the International Monetary Fund and the World Bank invested their funds into the economy system or social projects. But the measures on improvement of living standards were not sufficient to protect the family units. It was necessary to protect and cultivate moral values. The Church showed its concern when the morality was questioned by some representatives of the Italian society. Eventually, it managed to delay the introduction of divorce law and the gradual destruction of the family institution in Italy. In the 1960s the Italian nation was influenced by the secularization process that started in the Western societies. Secularization of the Italian state, the weakened influence of the Vatican in the Italian communities and the triumph of individual freedoms over religious and social traditions led to the legalization of divorce. As the result of this triumph, in 1970 the divorce law was passed. Four years later, public referendum supported the decision concerning the divorce matter made by the Italian Parliament. In Brazil the Catholic Church had a strong influence too. It managed to delay the introduction of divorce until 1977, seven years longer than in Italy. When the divorce law was introduced several amendments were issued that accelerated the divorce process. The Brazilian governments tried to reduce the divorce problem by the implementation of laws that prevented divorce. The evolution of laws that supported divorce began in 1916 when the Civil Code allowed marital unions to be dissolved after the death of the spouse. Litigious judicial separation was also possible. The law had specific requirements for judicial separation: mutual consent and willingness to be married for another 2 years. According to the research of Porto and Butelli (n.d.) In litigious judicial separation at least one of these must have occurred: adultery, insult, homicide attempt, or voluntary marital abandonment. However, even after judicial separation was granted, the marital bond was kept, impeding new marriages from both individuals. (p. 6) In 1977, the law 6.515 and the Amendment to the country’s Constitution n.9 allowed the dissolution of marriage but at the same time impeded new marriages. The new legislation also made a provision for prior separation that could take more than 3 years. However, a few months later there emerged the Divorce Act. This legal document provided not only separation but indirect divorce. In 1989 there the Law 1.841 was issued. It provided more freedom for those who decided to divorce: divorced individuals were allowed to remarry. As a result, successive divorces became possible. The Civil Code issued in 2002 modified the divorce process in Brazil. Marriage dissolution was provided in 2 ways: through judicial separation and divorce. In 2007 Law 11.441 was issued. It allowed the consensual divorce to be granted in the civil registry. Thus, divorce, separation and dividing the assets became possible whenever the spouses made agreements on its terms. As a result it became much easier to get divorced than before. Ultimately, Brazilian governments failed to reduce divorce problem. Non-governmental institutions, such as the World Bank or the International Monetary Fund, managed to assist the Brazilian society with reducing their social problem. Like in Italy, the finances were spent on economy system and some social projects, but not on preserving family values. Over time the divorce rate rose significantly, and statistics showed no evidence that the problem would be successfully dealt. It is really difficult to predict what the divorce problem in both countries will look like in 10 years as there are many factors that can influence the dynamics of this matter. For example, the introduction of new laws that simplify divorce process can trigger a new rise of divorce rate. The introduction of new technology will also affect the family institution and may contribute to divorce rate. Considering the reduction of the Church’s influence and the willingness of Italian and Brazilian governments to provide new laws encouraging divorce, this problem will only get worse over the next 10 years. The majority of population in Italy and Brazil had been family oriented before the divorce was legalized. Thus, legal restrictions on divorce helped to preserve families. The dominance of the Roman Catholic Church also served as a positive factor. The Church influenced both, society and government ensuring moral values in Italy and Brazil. It appears that specific historical developments, globalization process and the introduction of new technology may affect the family unit in a negative way. However, if legal restrictions and the Church’s influence remained it would be possible to avoid the rise of divorce rate and preserve family institution.

The Experts Guide to the AP Biology Exam

The Expert's Guide to the AP Biology Exam SAT / ACT Prep Online Guides and Tips If you're taking AP Biology, it's a good idea to familiarize yourself with the exam before you get too far into the course. Preparing ahead of time for the AP exam format and fully understanding which concepts are covered on the AP Biology test can go a long way toward earning a high score (and potentially getting college credit!). This article will take you through the structure and scoring of the AP Bio exam and give you some key tips on the best ways to study for AP Biology. How Is the AP Biology Exam Structured? The AP Biology test has a multiple-choice section (that also includes grid-in questions, so it’s not purely multiple choice) and a free-response section. It is three hours long in total. The next AP Biology exam will take place on Monday, May 11, 2020, at 8 am. Multiple-Choice Section The first section on AP Bio consists of multiple-choice questions and a handful of grid-in questions. Here's an overview of what to expect: 63 multiple-choice questions Six grid-in questions 90 minutes long Worth 50% of your score Grid-in questions ask you to integrate math and science skills to make calculations and then enter your answer into a grid on the answer sheet (essentially, these are short-response questions that are similar to grid-in questions on the SAT Math section). Free-Response Section The second section is the free-response section, which looks like this: Six short-response questions Two long-response questions 90 minutes long (including a 10-minute reading period) Worth 50% of your score (25% for the short responses and 25% for the long responses) One of the long-response questions will be lab- or data-based, while all short-response questions require you to write at least a paragraph for your response or argument. Expectations of the AP Biology Exam Here's what both sections on the AP Biology test expect you to know how to do: Understand how graphical and mathematical models can be used to explain biological principles and concepts Make predictions and justify events based on biological principles Implement your knowledge of proper experimental design Interpret data Is this coffee smiling at me? Or am I delirious from lack of sleep? What's Tested on the AP Biology Exam? 4 Big Ideas The AP Biology test doesn't include a set number of questions that deal with each topic area, but you should note that the exam is centered around four major themes (or "Big Ideas," as the College Board calls them). Here's a list of these themes, followed by the topics that fall beneath each of them: Big Idea 1: The Process of Evolution Drives the Diversity and Unity of Life Topics that fall into this category include the following: Natural selection Mathematical modeling of populations Species classification Biodiversity Big Idea 2: Biological Systems Utilize Free Energy and Molecular Building Blocks to Grow, to Reproduce, and to Maintain Dynamic Homeostasis Topics that fall into this category include the following: Molecular biology Cell structure Photosynthesis Cellular respiration Thermodynamics and homeostasis The immune response Big Idea 3: Living Systems Store, Retrieve, Transmit, and Respond to Info That's Essential to Life Processes Here are the main topics in this category: Genetics The cell cycle (mitosis and meiosis) Viruses Communication between cells The endocrine system The nervous system Big Idea 4: Biological Systems Interact, and These Systems and Their Interactions Have Complex Properties The topics that fall into this category include the following: Plant structure Enzymes The circulatory system Digestion The musculoskeletal system Ecology AP Biology Sample Questions Now that you have a basic content outline, here are some examples of the types of questions you'll see on the AP Biology test so that you can get an even better idea of what to expect. Multiple-Choice Here is an example of a multiple-choice AP Biology exam question: This question looks kind of complicated, but let’s break it down. The first sentence is background information that isn’t really necessary for answering the question, besides the fact that it tells us we’re talking about sickle cell anemia. This is helpful if you can remember basic facts about the disease that you can use to contextualize the question. The main part of the question asks what will be affected when you replace a hydrophilic amino acid with a hydrophobic one on a hemoglobin protein. Based on your knowledge of sickle cell anemia and molecular properties, you should be able to eliminate choices B and C, which don’t have much to do with the abnormality described in the question. Choice D can also be eliminated because the internal secondary structure of the protein is not altered by the existence of the hydrophobic group. This would only affect how the molecule interacts externally with other hemoglobin molecules, as in choice A (the correct answer). Grid-In Here’s an example of a grid-in question that you might see on the AP Biology test: This question just asks you to read a graph and perform some basic calculations. We can see from the graph that from day 3 to day 5, the population size grew from 200 to 900 individuals. This means that it increased by 700 individuals in total. If we divide 700 by the time period of two days, that's a mean growth rate of 350 individuals per day. Therefore, you would enter â€Å"350† into the grid for this question. Bacteria gettin' it on. Short Free Response Here’s an example of a short free-response question you might see on the AP Biology test: On this particular question, you could earn a maximum of 4 points (one for each type of data you describe in part a and one for the explanation for each in part b). Here are three types of data and their corresponding explanations you could cite for points: Option 1 Data Description: The ability of the plants to produce viable seeds/offspring in nature Explanation: This is consistent with the definition of a biological species Option 2 Data Description: Comparison of the two plants’ DNA sequences or structures of other conserved molecules. Explanation: Sufficient similarity between the DNA structures would support the existence of a single species Option 3 Data Description: Discovering the existence of fertile hybrid plant populations living between the two other populations of plants Explanation: This is also consistent with the definition of a biological species (again, ability to produce fertile offspring) There must be jobs out there for which you just have to collect plant samples. Start building your experience now by never showering. Long Free Response Here’s an example of a long free-response question you might see on the AP Biology exam: On this question, you could earn up to 10 points in total. Part A is worth 3 points. To earn these points, you have to: Create a graph that is correctly labeled, is correctly scaled, and uses proper units. Make it a bar graph with correctly plotted sample means. Show the standard error (+/- 2) on your graph above and below the means. Part B is worth 2 points. To earn these points, you have to: Identify populations I and III as the most likely to have statistically significant differences in the mean densities. Explain why this is the case (because the margins of error do not overlap for the mean densities of these two populations; 9+2 is less than 14-2). Part C is worth 5 points: You'd earn 2 points for identifying the independent variable (presence of herbivores) and dependent variable (trichome density). You would earn 1 point for identifying a control treatment (absence of herbivores). You would earn 1 point for identifying an appropriate duration of the experiment (more than one generation of plants). The final point would be earned by predicting experimental results that would support the hypothesis (higher trichome density under the experimental conditions as compared to the control conditions). Ugh, gross! This leaf is full of trichomes. How Is the AP Biology Exam Scored? As mentioned, on AP Bio the multiple-choice section (including the grid-ins) makes up 50% of your score, and the free-response section makes up the other 50%. For the multiple-choice section, it’s easy to calculate your raw score: you just get 1 point for each question you answer correctly. There are no point deductions for incorrect or blank answers. This is also true for the grid-in questions. Scoring is a bit more complicated on the free-response section (which is scored by actual graders rather than a computer). Each of the six short response questions has a different point value depending on its complexity. Three are scored out of 3 points, while the other three are scored out of 4 points. Finally, each long free-response question uses a 10-point scale. To figure out your final AP Bio score, you’ll need to do a couple more calculations. This can change from year to year based on the performance of students, but this is the most recent estimate I have regarding the methodology behind it: Multiply the number of points you got on the multiple-choice section by 1.03 Multiply the number of points you got on the two long free-response questions by 1.5 Multiply the number of points you got on the short free-response questions by 1.43 Add all these numbers together to get your raw AP Biology score Here's a conversion chart you can use to see how raw score ranges (generally) translate into final AP scores (on a scale of 1-5). I've also included the percentage of students who earned each score in 2017 to give you an idea of what the score distribution looks like: Raw Score AP Score % of Test Takers Earning Score (2017) 92-120 5 6.4% 72-91 4 21.0% 52-71 3 36.7% 31-51 2 27.5% 0-30 1 8.4% For example, if you got 40 points on the multiple-choice section, 13 points on the long-response questions, and 14 points on the short-response questions, your AP Bio score would be (40*1.03) + (13*1.5) + (14*1.43) = 80.72. This indicates that you'd likely earn a 4 on the AP Biology test. If you want to spice things up a little bit, you can even do the math on a snazzy calculator with red buttons! Isn't this fun?!?!? What’s the Best Way to Prep for the AP Biology Exam? Now that you know all about what's on the AP Biology test, it's time to learn how to ace it. Follow these four tips so you can get a great score! Tip 1: Review Your Labs Labs make up about 25% of the AP Biology course, and for good reason. It’s important to understand how labs are conducted and how the principles behind them relate to the main ideas of the course. This will help in answering both free-response and multiple-choice questions that deal with lab scenarios on the test. Many free-response questions ask you to identify the components of a proposed experiment (dependent and independent variables) or to design a lab to test a certain hypothesis. You might have forgotten about the labs you did toward the beginning of the year, so take extra care to go over them. Make sure that you understand exactly how they were conducted and what the results mean. Tip 2: Learn to Connect Small-Scale Terms With Large-Scale Themes The AP Biology test covers four major themes: Evolution Energy use in biological systems Processing of stimuli in biological systems Interaction of biological systems Under each of these umbrella topics are many terms and ideas you'll need to review. Memorization can be a big part of studying for AP Biology. However, memorizing the definitions of terms will only get you so far. You'll also need to understand how they relate to one another and to the four themes listed above. The exam emphasizes making connections between biological terms, corresponding biological systems, inputs and outputs of these systems, and the overall impact on living organisms and the environment. You should be able to follow a chain of reasoning from the specific to the broad, and vice versa. If this tree is AP Biology, the four big branches are the four themes, and all the smaller offshoots are different terms and concepts. For it to survive, there has to be a lot of communication between the trunk and the rest of the tree! Tip 3: Practice Eliminating Irrelevant Information Both multiple-choice and free-response AP Biology questions include lots of scientific terminology and visual aids, and this kind of format might be intimidating if you’re not used to it. It’s important to practice sorting through this jumble of information so that you can quickly get to the root of the question rather than obsessing over small details you don’t understand. Try underlining important words and phrases in the question to help you stay focused on the main points and avoid misleading distractions. You should also practice responding to free-response questions in a straightforward way without any unnecessary fluff. Remember, this isn’t an English test; the graders are just looking for clear facts and analysis. Make it easy for them to give you points! Tip 4: Learn Good Time Management The AP Bio exam is pretty long (even for an AP test), and many of the questions require quite a bit of thought. You need to ensure that you have a good handle on time management before exam day. The best way to do this is to take at least one AP Biology practice test. There are 69 questions in total on the multiple-choice section, and you have 90 minutes to answer them. This comes out to about one minute and 15 seconds for each question. Based on that fact, you should spend no more than a minute on each multiple-choice question the first time you go through a practice test. If you find yourself spending extra time on a question, skip it and come back to it later. It’s best to give yourself some leeway in case you run into trouble on the grid-in questions. You also have 90 minutes for the free-response section, but you'll spend different amounts of time on the long and short questions. Limit your time on the long questions to 22 minutes each or less (44 minutes total), and your time on the short questions to six minutes each or less. If you can’t work this fast right away, try doing additional practice free-response questions until you feel comfortable with the time constraints. Really get to know the test. Take it on a romantic getaway, and watch the sunset with it. Deep down, the AP Biology exam just wants to be understood. Summary: How to Do Well on the AP Biology Exam The AP Biology exam is three hours long, with two sections that take up an hour and a half each. The multiple-choice section has 69 questions in total, while the free-response section has eight questions in total. The content of the exam spans four major themes, or Big Ideas, that are central to the course. These include the following: Evolution Energy use within biological systems The processing of stimuli within biological systems Interactions that occur between biological systems on a larger scale in nature Questions ask you to connect specific terms and concepts to these central topics. They'll test your ability to interpret data, to make predictions and inferences based on biological evidence, and to analyze different experimental scenarios. Overall, AP Biology is a tough test, but as long as you study hard and know what to expect, you're perfectly capable of getting a great score! What's Next? Review key biology ideas and facts with our subject-focused guides. You'll learn about cell theory and the functions of the cell membrane and endoplasmic reticulum, what the distinction is between homologous and analogous structures, how enzymes work, and when and how to use the photosynthesis equation. If any of your prospective colleges require or recommend Subject Test scores, you might want to take the Biology SAT Subject Test in addition to the AP Biology test. Read this article to learn more about the differences between AP tests and Subject Tests, and which ones matter the most. Still planning out your class schedule? Find out how many AP classes you should take in high school based on your college goals. The difficulty level of different AP classes might play a role in your decision whether or not to take them. Check out these articles for more info on which AP classes are the hardest and which are the easiest. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Complete the Statistical Process Control for the Process Term Paper

Complete the Statistical Process Control for the Process - Term Paper Example Leading tools in Statistical process control are control charts, which is based on constant perfection and premeditated testing. Control charts, also recognized as process-behavior charts. In statistical process control, control charts are key practice utilized to establish whether or not a production or commercial process is in a condition of statistical control. The control chart can be envisioned as ingredient of a purpose and regimented approach that permits acceptable judgments concerning organization and management of the process, as well as whether or not to alter process control constraints. Process constraints should never be altered for a procedure that is in proper organization, as this will consequence in despoiled process routine. Being insightful of a process, the process is characteristically mapped out and the process is controlled using control charts. Control charts are utilized to recognize disparity that may be due to special causes, and to liberate the consumer f rom apprehension over disparity due to common causes. This is a nonstop, continuing process. When a procedure is steady and does not activate any of the detection rules for a control chart, a process competence analysis may also be carried out to forecast the capability of the present procedure to manufacture compliant products in the upcoming activities surrounded by specifications. A control chart comprises of points on behalf of a statistical mean, range, and proportion of dimensions of a quality feature in illustrations (samples) opted from the procedure at dissimilar points in time. The mean of this statistic process control utilizing the entire collections of the sample is enumerated; it incorporates the mean of the means, mean of the ranges, and mean of the proportions. A middle line is placed at the numerical value of the mean of the statistical process control chart. The standard error meaning the standard deviation/sqrt(n) for the mean of the statistic is in addition preme ditated by means of the entire collections of all the samples. Upper and lower control limits, at times termed as "natural process limits", designate the threshold at which the procedure output is measured statistically improbable are drawn characteristically at 3 standard errors starting from the center line. The chart can also be additionally equipped with possible features, like upper and lower warning limits, placed as detached lines, characteristically two standard errors on top of and underneath the center line, as well as separation into zones, with the accumulation of regulations leading frequencies of interpretations in every zone in addition to it can also encompass the explanation with procedures of interest, as explicated by the Quality Engineer in command of the process's quality. Control charts put 3-sigma or 3-standard error limits on the few foundations, these foundations include the common consequence of Chebyshev's inequality that the probability of an occurring bi gger than k standard deviations as of the mean is at mainly 1/k2 for any probability distribution. The better-quality product of the Vysochanskii-Petunin inequality that the probability of a event larger than k standard deviations as of the mean is of the value maximum 4/(9k2) for any uni-modal probability distribution. The empirical examination of various probability distr

A circumstance in ministry where issues of professional conduct Essay

A circumstance in ministry where issues of professional conduct required exploration - a reflection - Essay Example Anent to these responsibilities, the church is also constituted with peoples of varying educational level, cultural roots, philosophy of life, political paradigms, social influences, strata in the community, familial orientations, standards of relations and their ‘otherness’ including the walls they built or their varying perceptions to almost everything. Ministers or pastors will deal with them everyday with their differences although they may share commonalities. At such context, church ministers and leaders would possibly be handling varied and conflicting responses whenever there are radical structural changes that will disturb the normative processes and operation of the church such as conversing or adding missionary functions to pastoral works (Adair, 2005). Conflicting expectations and assumptions may also get in the way as tension mounts in work-situation or if there are changes in its theological frameworks of service. This situation is further exacerbated with rapid cultural and social changes which can trigger defensive or bewildering reactions due to sudden shift on unfamiliar systems. Sometimes, Ministers will have difficulty convincing people whose reactions are too radical and confrontational, apparently due to fixity of Christian’s symbolical systems or often due to peoples’ fear to change itself (Bayes, Sledge, Holbrook & Rylands, 2006). Often, reactions can trigger conflict situations and if not managed well, co uld escalate to a level that will negatively impact to the church itself. In such context, there is indeed a need to improve the capacity of ministers and pastors to lead effectively by espousing dialogues and discourses to effectively communicate developmental goals for pastoral and ministerial works; promote peacebuilding within and outside the church’s framework; uphold conflict management and

It is personality profile about Jack Dorsey -my tittle is Square Research Paper

It is personality profile about Jack Dorsey -my tittle is Square changes the business world - Research Paper Example Jack Dorsey has a net worth of $2.1 Billion (Forbes, 2014), is one of the most influential people in the world, and was one of the top 35 innovators in the world under the age of 35. He won the Innovator of the Year Award in 2012 and joined the board of directors of The Walt Disney Company in 2013 (Forbes, 2014). While only 15 years old, Jack Dorsey wrote dispatch software for taxicab companies that coordinates taxi drivers and enhances effective communication in the taxi industry (Bio, 2014). Born and raised in St. Louis, Missouri, Jack Dorsey is a catholic who studied at Missouri University of Science and Technology before transferring to New York University where he initiated an idea that transformed to the famous Twitter concept (Bio, 2014). He dropped out of New York University (Forbes, 2014) and moved to California in 2000 where he started providing his dispatch software through the internet (Bio, 2014). From the dispatch taxicab software, Jack Dorsey invented the Twitter concept that changed communication around the world. Jack Dorsey developed the idea of a Web-based instant messaging communication service in 2000. He approached Odeo Company to advance the idea of an instant messaging communication service (Bio, 2014). With Biz Stone and Noah Glass, Jack Dorsey founded and became the CEO of Twitter in 2006 (Bio, 2014). Jack Dorsey made a turning point in a global communication by Twitter. Indeed, Jack Dorsey surprised many with his twitter success. In November 2013, he launched Twitters initial public offering that made him a billionaire from his 23.4 million shares whose share price rose from $26 per share to $45 per share during the first day of trading (Bio, 2014). Initially, the company experienced frequent service outages (Bio, 2014). However, celebrities and CEOs begun using twitter thus promoting its importance. Soon, twitter revolutionized communication across the globe by becoming the dominant â€Å"micro blogging" movement